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This book elucidates key debates in literature and highlights gaps between policy and practice in Kenya's Special Needs Education (SNE). The book not only analyses various education policy documents, education acts and strategic plans but also applies the Human Capital Theory (HCT), Right Based Approach (RBA) and Capability Approach (CA) in key discussions. This points out additional gaps in educational development and divergence between policy and practice which further reduces opportunities in the attainment of Education For All (EFA). This book is intended for scholars, education and development planners as well as policy makers and researchers working in developing countries.